Exploring Educational and Workforce Data Trends on Latino Boys and Men

2021 ◽  
pp. 237-248
Author(s):  
Wonsun Ryu ◽  
Jorge Burmicky ◽  
Victor Sáenz ◽  
Luis Ponjuán
Keyword(s):  
Latino Boys

Constructing Pathways to Responsible Manhood

2020 ◽  
Vol 13 (1) ◽  
pp. 64-91
Author(s):  
Mellie Torres ◽  
Alejandro E. Carrión ◽  
Roberto Martínez
Keyword(s):  
Mixed Methods ◽  
Latino Men ◽  
Mixed Methods Approach ◽  
Counter Narratives ◽  
Latino Boys ◽  
The Media ◽  
Stark Contrast

Recent studies have focused on challenging deficit narratives and discourses perpetuating the criminalization of Latino men and boys. But even with this emerging literature, mainstream counter-narratives of young Latino boys and their attitudes towards manhood and masculinity stand in stark contrast to the dangerous and animalistic portrayals of Latino boys and men in the media and society. Utilizing a mixed-methods approach, the authors draw on the notion of counter-storytelling to explore how Latino boys try to reframe masculinity, manhood, and what they label as ‘responsible manhood.’ Counter-storytelling and narratives provide a platform from which to challenge the discourse, narratives, and imaginaries guiding the conceptualization of machismo. In their counter-narratives, Latino boys critiqued how they are raced, gendered, and Othered in derogatory ways.

Mechanisms of Matriculation: School Counseling Resources and College Going for Latino Men

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110400
Author(s):  
Tracy Arámbula Ballysingh ◽  
Virginia Snodgrass Rangel ◽  
Eliaquin A. Gonell ◽  
Victor Benito Sáenz
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Social Reproduction ◽  
School Counselor ◽  
Future Research ◽  
Latino Men ◽  
Research And Practice ◽  
College Going ◽  
Latino Boys ◽  
11Th Grade

This study extends prior work on the college-going efforts of Latino boys and adolescents (Latinos) by examining the extent to which meeting with a school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction theories to hypothesize about school counselors’ role in Latinos’ postsecondary matriculation. Utilizing data from the High School Longitudinal Study of 2009, we used logistic regression to test the hypotheses that contact with a school counselor is related to an increased likelihood of intent to matriculate, application to 4-year institutions, and enrollment in college. We found that Latinos were just as likely as their White counterparts to aspire to college and just as likely to enroll if they applied. Moreover, those odds were not related to having visited a school counselor in ninth or 11th grade. We also found that Latinos who met with a school counselor in ninth grade were significantly less likely to apply to a 4-year institution while those who met with a counselor in 11th grade were significantly more likely to apply. We discuss the implications of our findings in light of existing research and make recommendations for future research and practice.

Theory

2020 ◽  
pp. 35-64
Author(s):  
Ana Bracic
Keyword(s):  
Intergroup Contact ◽  
Survival Strategies ◽  
Minority Culture ◽  
Muslim Immigrants ◽  
Latino Boys ◽  
Black And Latino

Chapter 2 uses the examples of Batwa in Uganda, black and Latino boys in Oakland, Muslim immigrants in France, and Jews in Vienna to present and develop the theory of the exclusion cycle. The exclusion cycle results when behaviors of the majority and the marginalized minority interact and feed into one another. The cycle starts with anti-minority culture, which gives rise to discrimination against the minority. As members of the majority discriminate, members of the marginalized minority develop survival strategies. Members of the majority often dislike survival strategies used by the minority, ethnicize them, and incorrectly attribute them to the minority as such, and not the discrimination. Such attribution errors feed the already existing anti-minority culture and the cycle continues. After presenting the theory, the Chapter offers a brief overview of the literature on prejudice, discrimination, and intergroup contact, and discusses how positive intergroup contact might help break they cyclical dynamic.

scholarly journals The criminogenic and psychological effects of police stops on adolescent black and Latino boys

2019 ◽  
Vol 116 (17) ◽  
pp. 8261-8268 ◽  
Author(s):  
Juan Del Toro ◽  
Tracey Lloyd ◽  
Kim S. Buchanan ◽  
Summer Joi Robins ◽  
Lucy Zhang Bencharit ◽  
...  
Keyword(s):  
Law Enforcement ◽  
Criminal Behavior ◽  
Latino Youth ◽  
Well Being ◽  
Long Term Effects ◽  
Predominantly Black ◽  
Proactive Policing ◽  
Latino Boys ◽  
Black And Latino Youth ◽  
Black And Latino

Proactive policing, the strategic targeting of people or places to prevent crimes, is a well-studied tactic that is ubiquitous in modern law enforcement. A 2017 National Academies of Sciences report reviewed existing literature, entrenched in deterrence theory, and found evidence that proactive policing strategies can reduce crime. The existing literature, however, does not explore what the short and long-term effects of police contact are for young people who are subjected to high rates of contact with law enforcement as a result of proactive policing. Using four waves of longitudinal survey data from a sample of predominantly black and Latino boys in ninth and tenth grades, we find that adolescent boys who are stopped by police report more frequent engagement in delinquent behavior 6, 12, and 18 months later, independent of prior delinquency, a finding that is consistent with labeling and life course theories. We also find that psychological distress partially mediates this relationship, consistent with the often stated, but rarely measured, mechanism for adolescent criminality hypothesized by general strain theory. These findings advance the scientific understanding of crime and adolescent development while also raising policy questions about the efficacy of routine police stops of black and Latino youth. Police stops predict decrements in adolescents’ psychological well-being and may unintentionally increase their engagement in criminal behavior.

Rigor restricted: Unequal participation in advanced placement

2020 ◽  
Vol 102 (4) ◽  
pp. 30-34
Author(s):  
Suneal Kolluri
Keyword(s):  
United States ◽  
High School ◽  
Advanced Placement ◽  
The United States ◽  
Urban High School ◽  
Marginalized Students ◽  
Latino Boys ◽  
Advanced Placement Programs ◽  
Boys Of Color ◽  
Black And Latino

Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curriculum. Some signed up for AP classes because they liked the teachers, but when they got the impression that those teachers didn’t believe in them, they disengaged. In addition, they didn’t see the value of the content presented in AP classes. Although teachers and counselors tried to motivate them by explaining that it would prepare them for college, the students were unconvinced that they needed this help.

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